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/ am not here to teach you history . , . I am here to 
teach you how to teach yourselves history. I will give you 
the scaffolding as well as I can and you must build the 
house. — Kingsley. 



Detrick s 



History 



Graphj 



Ancient History 



Yet I doubt not with the ages one increasing pur- 
pose runs. 

And the thoughts of men are widened with the 
process of the suns. — Tennyson. 



DETRICK PUBLISHING CO. 

ADA, OHIO 

COPYRIGHT 1920 BY GUY DETRICK, ADA, OHIO 



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For years I have been a worker in the public schools, hav- 
ing had teaching experience in all grades. During the past ten 
yecirs my attention has been centered on the presentation of 
History. At the beginning of my career as a teacher of History, 
I was confronted with the fact that the average High School 
pupil, at the time he is introduced to the subject is still imma- 
ture and in a great measure unable to grasp an intelligent 
hold on the story of the race, because he cannot carry the 
relationships as they are Eirreinged in the chapters of the or- 
dinary text book. 

With this problem before me I set to the teisk of working 
out a method by which the subject is carried out on lines of 
progress. The graph which I am presenting is the product of 
the class-room during the past eight years. 

Each pupil furnished with his own graph and as he studies, 
notations are made of important points in the century where 
that development was made. When the story is finished 
there is a sequence that gives power and food for thought, and 
leads to clear reasoning in solving the problems of twentieth 
century citizenship. 

With this method the study of history has become one in 
which all the outward senses. have been brought into play. The 
story of civilization becomes that of the greatest of all evolu- 
tions, and by its successes and failures furnishes a solid founda- 
tion for the world's citizenship. 

In offering this method to the American High School teacher 
and student, I desire to express my appreciation of the friendly 
suggestions and criticisms of my teacher friends and associates. 

Very respectfully, 

GUY DETRICK, 
Principal Ada High School. 



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5EP 21 1920 



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To tke Pupil— 



1. Use any or all textbooks. 

2. Make notations on lines of progress with dates, using short- 
est designation possible. There is just enough on the 
graph to serve as a guide. M.ake all notations in print. 

3. Arrow points denote great conflicts. Others may be made 
as you discover them. 

4. The perpendicular line of the birth of Christ is crossed by 
but one line of progress, that of Rome, who at that time 
was the only political power in the world. 

5. A broken line of progress denotes uncertainty in emcient 
History. Prehistoric Greece and Rome are examples. Such 
notations as you find in materieJ remains can be placed on 
these lines. 

6. Greece produced two type states, Athens and Sparta. They 
committed suicide, and Macedonia had her chance, produc- 
ing Alexander the Great, who focused the Ancient world 
in the AlexEindrian Empire. Follow the lines diverging 
from the rectangle. 

7. Note the struggle between Rome and Carthage, the Occi- 
dent against the Orient. 

8. Note Rome through the Legendary Kings, and the Republic 
and finally her return to Monarchy. 

9. Note Jerusalem as a religious influence crossing the line, 
and after giving Rome this influence is destroyed. 

1 0. ■ Note Rome converting the European barbarians and or- 

ganizing the Papacy, making good her loss of Constan- 
tinople and the Eastern Empire. 

1 1 . The dotted line beginning with Marathon traces the great 
decisive battles of the world. 

12. Read the lines of progress from the chapters of your regu- 
Ieu: text, always remembering there are just "two eyes to 
history, a map and a date." 



LIBRARY OF CONGRESS 



018 461 590 3 




NE lesson, and 
only one, history 
may be said to 
repeat with distinctness: 
that the world is built 
on moral foundations; 
that, in the long run, it 
is well with the good; 
in the long run, it is ill 
with the wicked. 

— Froude. 



Conservation Resources 
Lig-Free® Type I 



LIBRftRY OF CONGRESS 



,.., __ Ilii 4§ 

018 461 590 3 



